Introduction to the ARP. Communication.
Education is predicated on the communication of knowledge of information. Therefore, effectively communicating is paramount in any type of education, but especially online education and even more important during the Applied Research Project (ARP) process. Communicating takes many forms: email, phone calls, discussion postings, electronic announcements, WebEx presentations, online chatting, and even feedback given on assignments. It is integral to the ARP process that all students read or listen to all communications and respond in a timely manner. Instructors and advisors are held to the same standard.
Students are expected to communicate in a respectful and professional manner at all times. All communications—including questions and concerns—should be delivered in a way that is professional and appropriate. This is especially important in email and discussion forum communications where tonality and meaning can be misunderstood. Moreover, be mindful of proper communication protocol. As a general rule, all questions and concerns should be directed toward your instructors or advisor first. They will direct you further, if needed. However, there are a few exceptions to this rule. For example, if you are having trouble logging in, contact your instructor or advisor to notify them, and also contact technology support to resolve the issue.
To write academically at the graduate level
To gain and display research skills
To enhance critical-thinking skills
To be able to identify concerns and make ethical and professional decisions
All objectives of the ARP and the overall MA program are supported by helpful resources via TCSPPARP Objectives
The Applied Research Project (ARP) is the capstone of the Master’s program at The Chicago School. The ARP is a graduation requirement that students work to complete through the entirety of the program. It is a project that is meant to be a vehicle through which students apply some psychological concept to attend to a problem or fulfill a need in the workplace. The vision is to allow students the opportunity to experience psychology in action by literally linking theory to practice.
Essentially, it is:
An action research project a student completes, which addresses an area of interest or a problem related to current or past work/professional setting.
The ARP courses are designed to facilitate the completion of the ARP.
Each course (both “A” and “B” sections) will facilitate the completion of a particular component of the ARP.
The “A” sections teach a skill
The “B” sections apply that particular skill
Each ARP course builds on the previous course
The series teaches how to complete the ARP
You complete while you learn!
Instructors teach “A” sections
They teach the skills necessary for completing the ARP
Advisors facilitate “B” sections
They guide students in applying the skills to complete the ARP
They approve each component of the ARP
NOTE: There is a WebEx meeting with your advisor in 601A, and then in Week 1 of each “B” section in the 600-series – these meetings will introduce the unique course expectations for each course.
601A – Learn about academic writing and assessing skills
Deliverables: Identify project and develop ARP Topic Paper; locate at least 2 peer-reviewed journal articles related to the ARP topic
601B – Formulate research topic & question
Deliverables: Critique 2 peer-reviewed journal articles; create the ARP Background, Problem, and Goal Statement
602A – Learn to compose a literature review using APA style of writing
Deliverables: Create an annotated bibliography; develop the Literature Review outline; identify a minimum of 15 scholarly articles related to the ARP topic problem statement
602B – Complete literature review as a means to support the identified research questions
Deliverable: Convert annotated bibliography into a literature review that provides a logical argument for the action research intervention
603A - Learn about various research methodologies
Deliverable: Based on a completed literature and research question/hypothesis, propose a methodology for your action research based on rigorous, established practice in the field.
603B - Map out complete ARP methodology
Deliverable: Create a well developed methodology; describe expected results, citing additional scholarly sources as support for assertions or conclusions as necessary
604A - Learn about professional ethics
Deliverable: Evaluate and document ethical issues involved in the intervention
604B - Add auxiliary documents to ARP
Deliverable: Document the actual results of the action research intervention; write the discussion section, evaluating the efficacy of the intervention and recommending changes to the selected action research methodology
605A - Finalize overall ARP
Deliverable: Make refinements to and compile all sections created in previous courses into Final Deliverable
605B -Present your Applied Research Project to the ARP Committee for evaluation
Deliverable: Create a presentation that reflects on the effectiveness of the project and lessons learned
An area of interest - you will work on the ARP for over a year
Related to program of study
One strong, solid question (or two)
Operationally define terms in the text (i.e., “good”, “effective”, “successful”, “negative”)
Adequate information gathering (be sure research data is accessible/available)
Concise, clear, and focused (an audience should be able to understand the direction of the project and it should be able to be replicated)
We will discuss the specifics of cultivating your Applied Research Project topic and research question(s) in Week 4.
The ARP Showcase is a required component of the ARP Process.
Final product (the ARP packet and presentation) presented to the ARP Committee
The ARP Committee consists of faculty and advisors from the academic community.
Think of the ARP Showcase as a thesis defense.
You present your projects and then must answer questions from the audience.
Your advisor will cover the requirements and expectations for the ARP Showcase in detail during course 605B.
You will be given the opportunity to practice your ARP Showcase prior to the final presentation in 605B.
The completion of the ARP is a graduation requirement; however, due to program time constraints and depending on the type of project, the level of completion for each project needed to be considered finished could be different.
For example, an ARP focused on program development would need to include all materials and ancillary documents. The project would also need to contain sufficient depth and specificity to be implemented - however, the program would not need to actually be implemented to fulfill the graduation requirement.
For another example, a project that involves critiquing / analyzing a past / completed project would need to contain: 1) a detailed definition of the problem; 2) a thorough review of the literature related to the ARP topic; 3) an analysis of alternative solutions / interventions; 4) the selection of one solution for critical analysis; 5) a discussion of how you would have evaluated the outcomes of your solution; and 6) recommended changes and/or improvements to the project if you would to do it again.
Instructors – They will serve as content experts, assisting you in identifying appropriate topic areas, peer-reviewed articles for your literature review, identifying the appropriate methodology to evaluate your project, and help you understand the ethics involved and related to your ARP.
Advisors – They will be a main point of reference throughout the program (your advisor will contact you in week 3 or 4 while in 601A). The purpose of the WebEx meetings is to review course expectations, timelines, and to give students the opportunity to ask questions in real time. Your advisor will contact you with information regarding how to access the meeting, specific dates and times, and other WebEx related information.
E-College Course Home
Six Traits of Writing
ARP Proposal examples
Bias in Language
Note: these resources may vary in each course
TCS Academic Center for Excellence
ARP documents sent via postal mail from advisement staff
Pay attention to detail
Read instructions first
Be proactive (ask questions and seek out knowledge)
Be responsible/Be accountable
Check TCS e-mail account and course announcements
Utilize all resources